Which of the following best describes the key difference between the IQ-achievement discrepancy model and the response-to-intervention (RTI) approach in identifying specific learning disabilities (SLD)?

• A. The IQ-achievement discrepancy model considers cultural, linguistic, and socioeconomic influences, whereas the RTI approach does not.
• B. The IQ-achievement discrepancy model focuses on the difference between a student's IQ and academic performance, while the RTI approach emphasizes monitoring a student's response to high-quality, research-based interventions.
• C. The IQ-achievement discrepancy model requires a student to meet age- or grade-level standards, whereas the RTI approach does not consider academic standards.
• D. The RTI approach uses formal tests exclusively, while the IQ-achievement discrepancy model relies on classroom performance and teacher observations.

Answer: (B)

The key distinction between the IQ-achievement discrepancy model and the response-to-intervention (RTI) approach lies in their fundamental purposes and methods for identifying specific learning disabilities (SLD). The IQ-achievement discrepancy model primarily focuses on comparing a student's IQ to their academic performance, specifically looking for a significant gap between the two. This model operates on the premise that a child must show a discrepancy between their intellectual capacity (often measured through a standardized IQ test) and their actual academic achievement (what they can demonstrate in school settings).

In contrast, the RTI approach shifts the emphasis away from a strict reliance on IQ testing. Instead, it focuses on assessing how well a student responds to targeted, high-quality interventions that are research-based. The RTI model emphasizes ongoing monitoring and data collection to determine if a student is making progress when provided with specific instructional strategies, thereby identifying learning disabilities based on their performance and responsiveness to these interventions rather than a traditional discrepancy between IQ and achievement.

This understanding highlights how the RTI approach is more dynamic and inclusive of different instructional strategies and interventions, making it a contemporary method for addressing student needs. The focus on real-time response to intervention allows for earlier identification and support for students who may be struggling, rather than waiting for a